StudentShare
Contact Us
Sign In / Sign Up for FREE
Search
Go to advanced search...
Free

ELL Families and Schools - Essay Example

Comments (0) Cite this document
Summary
The interaction between schools and ELL families has been recognized to be very imperative to build strong amiable bridges that boost students’ learning and aptitude in the second language. A research conducted to assist in implementing guidelines for ‘No child should be left behind act’ revealed that the engagement of parents in school activities and programs escalates the learner’s prospect of success to a great extent…
Download full paper File format: .doc, available for editing
GRAB THE BEST PAPER97% of users find it useful
ELL Families and Schools
Read Text Preview

Extract of sample "ELL Families and Schools"

The interaction between schools and ELL families has been recognized to be very imperative to build strong amiable bridges that boost learning and aptitude in the second language. A research conducted to assist in implementing guidelines for ‘No child should be left behind act’ revealed that the engagement of parents in school activities and programs escalates the learner’s prospect of success to a great extent. The role of the teacher is to persuade parents to provide support to the efforts of their children in comprehending a new language in the diverse multi-cultural environment at school. For the development of the ELL students it is necessary to conduit the gap between home and schools where teachers and parents form a cordial relationship of partnership with the endeavor to provide effective guidance, and teaching to the children. The relationship between family and teachers is very crucial for strengthening the school as an establishment that wholly supports English Language Learners. Fostering a relation with the ELL family is the sole responsibility of the school. The family needs to be well-informed by the teachers about the developmental phases and the changes that the children will go through in the future classes. This specific information will assist the family in building a home environment that supports, encourages and appreciates learning as an essential part of their children’s success (Yates, &Ortiz, 1998). Moreover, the manner in which the teachers approach and interact with the parents on the enrollment day and first day of school can have an intense effect on both the parents and their children in developing a positive attitude and experience of both the school and the education. Additionally, through this specific communication the school can gain knowledge about the cultural environment of the families which will facilitate the former in comprehending specific goals aimed at successfully assisting the children in learning the second language (Brieseth, Robertson, & Lafond, 2011, 15-20). Children come from diverse cultural environments and have different outlook of behaviors at schools or other social interactions. The teachers should be unprejudiced towards individual aptitudes and necessities of the students in the classroom especially in those educational projects where the children are taught accountability and conscientiousness in class community groups. This social-cultural influence on ELLs between school and teacher association is a component of the bigger social-cultural influences that have an effect on them in innumerable ways including the way they intermingle with each other (Cummins, 1994, 40-41). There are various socio-cultural factors which affects the literacy attainment and progress of the child – immigration status; discourse/interactional characteristics; parents and family influences; district, state and federal policies; and language status and prestige. In fact, family customs, outlook towards education, discipline manners and chauvinism also play a major role in determining how well ELL children are able to deal with the changes they confront in a new country, school, and home environment. Moreover, they are also affected by their families’ way of tackling with the new surroundings for instance, there are families who in order to incorporate the American culture in their lives impede practicing their own customs. This creates additional stress for the children who are already struggling to learn the new language along with fulfilling the social expectations of their peers and teachers (August & Shanahan, 2006, 7-8). In recent years, there has been continuous debate on the efficacy of bilingualism and home language use in enhancing the learning of the second language. Bilingualism has been defined as the adding up or acquirement of a second language, in this case English, besides the native or the first language. The National Center for research on Cultural diversity and Second language has stated that most educational institutions have the incorrect predetermined opinions and suppositions that second language learners who come from diverse cultural or linguistic backgrounds have language drawbacks since they come from families who are deficient in intellectual and social resources. As a result, teachers often expect lower academic outcomes from these students (Gonzalez et al., 1994). In fact, many ELL parents also fail to notice the significance of speaking to their children in their native language in their haste to assimilate in the new environment (Broekhuizen, n.d). The use of home language assists in learning English by preserving cognitive facets in bilingualism and skills in learning different languages of the ELL students. Students have shown enhanced performance when they read or use material that is in the language they know better. Comprehension, too, is facilitated by ethnically meaningful or well-known reading material (August, & Shanahan, 2006, 8-9). The capability of ELL students to learn English as a second language is also majorly influenced by their first or native language development and proficiency in it. Sufficient linguistic and cognitive training in a home language has been revealed to contribute positively to second language learning (Cummins, 1994, 42). Thus, the importance of the quality of language which children carry to international schools, i.e. their native language, and the amount of time they had spent to establish proficiency in it, has been duly acknowledged (Robinson, Keogh & Kusuma-Powell, n.d). However, harmonizing their home language with English becomes really difficult for ELL students because of the restricted or no access that they have to proficient English or bilingual instructions along with other hurdles shooting from ethnical or linguistic disparities. Difficulties in the learning and teaching environment have been ascribed to be the major reason behind the academic failure of many ELL students. Amendment of instructions as per the specific needs of the ELL students should be done by the teacher in order to help the efforts of these students in bridging the accomplishment gaps between them and their peers. After the general assessments are done, the teachers should provide specific instructions to students with explicit learning disabilities in cultural or linguistic assessment in appropriate teachings (Yates& Ortiz, 1998). Genzuk has stated that teachers who can embrace a great degree of understanding of the social environment the ELL students come from into their educational instruction are truly capable of enhancing language accomplishments for their students (1999). Moreover, parents who are not proficient in English language should provide effectual learning to their children in their native tongue as this will enhance the intellectual capacities of their children (Broekhuizen, n.d). Gonzalez et al. have emphasized the importance of funds of knowledge – knowledge that are developed from accrued stratagems which comprises aptitudes, practices, expertise and notions that are crucial for the functioning and the wellbeing of the household. The local library network or classroom practice that has been augmented, altered or developed on the basis of these existing funds of knowledge in the different households belonging to minority ELL students forms a good parental and community resource for English acquisition (1994). The importance of existing funds of knowledge has been recognized by the teachers who have adopted the traditional practice of visiting the ELL’s home where they can talk about that ELL student’s specific problems with the parents. Moreover, the teachers can provide propositions to improvise the student’s troubled areas of education. In this way the teachers are able to document and recognize existing knowledge of ELL families too. Additionally, the funds of knowledge being a transformative principle boost teacher’s practice as insightful practitioners and learners. The sources of these funds of knowledge are varied and plentiful covering trade, finance, business, construction, farming, and animal husbandry (Gonzalez et al., 1994). School and home partnerships with ELL families can be enhanced by bridging the gap between home and schools where teachers and parents hold a relationship of alliance and partnership with the aim of successfully guiding, teaching and nurturing the children. In addition, the ELL students’ limitations and problems in learning ability are discussed and appropriate solutions are recommended for enhancement (Cummins, 1994, 43-44). An efficient strategy for this would be the traditional concept of home visits made by the teachers to discuss the child’s performance with his/her parents. This aspect in funds of knowledge majorly contributes in building strong unity and cordial relationships between the school and parents. Moreover, the school can improvise its efforts in becoming involved with community and families of English learners, and also comprehend the social, cultural and linguistic milieu of the children by building effectual collaborative community to school relationships (Gonzalez et al., 1994). To conclude, it can be said that a cordial relationship between the teachers and parents is very crucial for the successful language attainment of ELL students. In order to better support the ELL students, the teachers should provide teachings and instructions keeping in mind the diverse linguistic backgrounds of these students. The predicted results should be conversed with the parents and students to accomplish enhanced outcomes. Moreover, it is vital to consider the association between teachers, school and parents and community from the socio-cultural viewpoint. Enhancement of the resources and mutual efforts between community and school is also important for building a strong relation between parents and teachers. References August, D. & Shanahan, T (eds.) (2006). Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth [Executive Summary]. Retrieved from http://www.cal.org/projects/archive/nlpreports/executive_summary.pdf Breiseth, L., Robertson, K., & Lafond, S. (2011, August). A Guide for Engaging ELL Families: Twenty Strategies for School Leaders [PDF document]. Retrieved from Colorin Colorado website http://www.colorincolorado.org/pdfs/guides/Engaging-ELL- Families.pdf Broekhuizen, L. V. (n.d). Parents and bilingual learners: The Importance of Fostering First Language Development at Home [PDF document]. Retrieved from PREL online website http://www.prel.org/products/paced/nov02/re_bilingual.htm Cummins, J. (1994). Knowledge, power, and identity in teaching English as a second language. In Educating Second Language Children (pp. 33-58). Cambridge, England: Cambridge University Press. Genzuk, M. (1999). Tapping into community funds of knowledge. In Effective strategies for English language acquisition: Curriculum Guide for the Professional Development of Teachers Grades Kindergarten through Eight (pp. 9-21). Los Angeles Annenberg Metropolitan Foundation/ ARCO Foundation: Los Angeles. Retrieved from http://wwwrcf.usc.edu/genzuk/Genzuk ARCO Funds of Knowlegde.pdf Gonzalez, N., Moll, L.C., Floyd-Tenery, M., Rivera, A., Rendon, P., Gonzales, R., & Amanti, C. (1994, Feb.). Funds of Knowledge: Learning from Language Minority Households. Centre for Applied Linguistics. Retrieved from http://www.cal.org/resources/digest/ncrcds01.html Robinson, N., Keogh, B., & Kusuma-Powell, O. (2000). Who Are ESL Students? In Count me in: Developing Inclusive International Schools (chap 6). Washington, D.C.: Overseas Schools Advisory Council Department of State: Yates, J. R., & Ortiz, A. (1998). Issues of culture and diversity affecting educators with disabilities: A Change in demography is reshaping America. In R. J. Anderson, C. E. Keller, & J. M. Karp (Eds.), Enhancing Diversity: Educators with Disabilities in the Education Enterprise (pp. 21–37). Washington, DC: Gallaudet University Press Read More
Cite this document
  • APA
  • MLA
  • CHICAGO
(“ELL Families and Schools Essay Example | Topics and Well Written Essays - 750 words”, n.d.)
Retrieved from https://studentshare.org/education/1459151-ell-families-and-schools
(ELL Families and Schools Essay Example | Topics and Well Written Essays - 750 Words)
https://studentshare.org/education/1459151-ell-families-and-schools.
“ELL Families and Schools Essay Example | Topics and Well Written Essays - 750 Words”, n.d. https://studentshare.org/education/1459151-ell-families-and-schools.
  • Cited: 0 times
Comments (0)
Click to create a comment or rate a document

CHECK THESE SAMPLES OF ELL Families and Schools

Inside the Shadowy World of Business Schools

...Gravy Training: Inside the Shadowy World of Business Schools Many young graduates wonder whether todays top business schools really delivere cutting-edge theory and management expertise. The even question if some of business schools are purely cash cows for universities and educators alike. I this essay I would like to shed some light on main advantages, disadvantage, take a critical stance and will try to identify particular areas of praise or fault. After reading Gravy Training your will be able to uncover the inner workings of the worlds top business schools, where the primary focus lies on generating huge enrollment fees and big-time consulting contracts for faculty. The book comprises a fascinating mix of stories and hard data...
6 Pages (1500 words) Assignment

The Promotion of Sustainability through Schools

The promotion of sustainability through schools and other educational sites can be characterized as rather satisfactory; however, additional efforts should be made in order to increase the interest of learners on environment-related issues. The role of teachers in the success of this effort will be decisive. In accordance with the study of Olson's (2007, online article) ‘research shows that teachers matter more to student learning than any other school-related factor; yet the effectiveness of individual teachers varies widely’. In other words, teachers and school administrators are expected to have a central role in the promotion of sustainability in education – including its higher levels. On the other hand, res...
7 Pages (1750 words) Research Paper

Bullying in Schools

At the same time, those children who were the victims of bullying behavior in the school environment have a higher risk for later maladjustment (Schwartz, Dodge & Cole, 1993: 1755). The good news is that because bullying usually happens on a recurrent basis between two people who already know each other, it can also usually be identified and prevented quicker and easier than later deviant behavior, perhaps with the added bonus of decreasing criminal behavior among adults. Before teachers and administrators can reduce bullying in the schools, they must understand the prevalence of the problem, it is the development and how to identify it as well as have knowledge of the approaches that have successfully reduced these behaviors...
8 Pages (2000 words) Essay

The Use of Communication Technology in Schools

...1. Anja Balanskat, Stella Kefala and Roger Blamire. The ICT Impact Report: A Review of Studies on ICT Impacts on Schools in Europe. European Schoolnet: Brussels, 2006. The authors examine the use of Information and Communication Technology (ICT) in European schools, with focus on effects of ICT on learners and learning, on teachers and teaching and finally barriers that hinder effective application of ICT in European schools. According to the authors, application of information and communication technology has various effects to learning and learners. The technology contributes positively to the academic performance of primary schools students on subjects such as English. However, use of ICT in primary schools did not show remarkable...
6 Pages (1500 words) Coursework

Why Sex Education Is Important to Be Taught in Schools

... lessons can be done. However, the role of parents in sex education and awareness of their children can’t be entirely ignored. Churches and family social functions are some of the forums where parents have greatly engaged young people into lessons regarding and affecting their sexual lives. Parents and religious leaders have refuted the credits taken by schools as the best places for children to learn about their sex activities. In contrast, they consider schools as an experimentation phase where the youth try what they have learnt. History and development of sex education Kohler (2008) traces sex education in schools to the nineteenth century when sex education consisted of medical information about sexually transmitted diseases as well...
15 Pages (3750 words) Assignment

How Are Mixed-sex Schools Advantageous

... # English # 30th Nov. Research Paper: How are Mixed-sex Schools Advantageous? Mixed-sex schools are also known as co-education schools in America. Mixed-sex school systems are becoming quite common in different parts of the world although there is a big debate on which system of schooling, between the mixed-sex schooling system, and the single sex schooling system, is more advantageous to both the individual students/pupils and the general society. This paper is a research paper that focuses on the advantages of mixed-sex schools as an education system. The research is based on the views of different authorities in the field of education. After the research, a translation of the research findings is made followed by a cover letter...
11 Pages (2750 words) Research Paper

Why Evolution Should Be Taught in Schools

... 8 April Outline A. Page Why Evolution should be taught in Schools Introduction The debate a. What is the debate about? 2. The theories a. Evolution theory. b. Creation theory. c. Intelligent design theory. 3. The thesis statement a. The theory of evolution should be taught in schools. 4. Historical aspects of the debate on evolution a. Gregor Mendel and evolution. b. Supreme Court ruling Epperson vs. Arkansas 1968. c. Technology today. B. Page 2 1. Range of importance of a scientific theory a. Its concepts. b. How far does it answer questions raised? C. Page 3 1. Teaching of evolution in schools a. Teaching evolution alongside alternative theories 2. Constitutional right a. Freedom of Speech. b. The country is one...
13 Pages (3250 words) Term Paper

Families in Poverty in the United States and Its Effect on Children

Poverty can be classified into being a two-dimensional problem, with one of the dimensions being economy and the other being ethics. The economical dimension deals with the concepts of poverty rather than the quantity whereas the ethical dimension deals with the ethical values of poverty (Dieterlen, 2005). History tells us that America was always reckoned as the Land of Opportunity and a place where everyone wanted to come to for a better standard of living. This country was not spared from the issue of poverty too. In the 1920s farmers and daily wage workers were hit with depression and poverty prevailed. Workers and farmers had shortcomings in supporting and feeding their families. Further problems arose when the Great Depressio...
7 Pages (1750 words) Assignment

The Science of the Adverse Effects of Corporal Punishment in Schools

... August Discipline, Beliefs, and Constitutionality versus the Science of the Adverse Affects of Corporal Punishment in Schools Some people believe in the saying: “Spare the rod, spoil the child.” The United States is only one of the two United Nations (UN) members that have signed, but not ratified, the UN Convention on the Rights of the Child, thereby contributing to the use of corporal punishment in schools in half of its states that do not yet ban corporal punishment (Hinchey 97). Corporal punishment in school refers to different kinds of physical punishment that seek to change student behavior (Greydanus et al. 385). It can range from hitting students with anything, such as baseball bats and paddles, to subjecting students to harsh...
9 Pages (2250 words) Assignment

Inclusiveness of Family Programs in Families

According to Auerbach (1989), parents and children learn well when exposed to the right environment and when they are situated in the context of their social environment. Auerbach model appreciates contributions of family members and also recognizes that culture and has an impact on the development of literature. On the other hand, some parents find it difficult to provide support to literacy support owing to a lack of literacy skills or they lack the knowledge of how they will support their children in literacy development. In order to understand the concept of family literacy, the paper will critically review family literacy in families in Canada. Finally, commendations will be given on programs that families need to adopt in or...
7 Pages (1750 words) Assignment
sponsored ads
We use cookies to create the best experience for you. Keep on browsing if you are OK with that, or find out how to manage cookies.

Let us find you another Essay on topic ELL Families and Schools for FREE!

Contact Us